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provement Era,   Vol.  23,  beginning    Nov.,  1919. 


-  -  I 


Prophecies  and   Promises  of  the  Lord 

As  Recorded  in  the  Book  of  Doctrine  and  Covenants 


Study  Course  for  Joint  Advanced  Senior  M.  I.  A.  Classes,  1919-20 

LESSON  I— INTRODUCTORY. 

The  membership  and  activities  of  this  class  must  not  be  permitted 
to  interfere  with  those  of  the  Senior  classes. 

One  of  the  chief  aims  of  this  division  of  our  M.  I.  A.  work  will  ever 
be  to  open  a  field  of  investigation  for  adult  M.  I.  A.  workers,  wherein  they 
can  find  material  for  thought  and  conversation  of  an  Mup-stair"  or  a  higher 

type. 

The  work  for  this  year  will  be  a  consideration  of  the  Prophecies  and 
Promises  of  the  Lord  as  recorded  in  the  Doctrine  and  Covenants. 

The  general  aim  of  this  year's  work  will  be  to  establish  fortification 
against  any  invasion  of  faith,  by  doubt  concerning  the  divinity  of  the  mis- 
sion of  Joseph  Smith,  as  a  prophet,  seer,  revelator  of  the  living  God;  to 
show  that  the  Church  established  by  the  Lord  through  Joseph  Smith  can 
not  fail;  and  that  the  faithful  members  of  the  Church  have  the  Lord's  word 
of  honor  as  to  their  salvation,  or  rising  above  all  their  enemies.  Each 
lesson  will  consider  one  or  more  prophecies  and  promises  concerning  some 
specific  phase  of  Latter-day  Saint  life. 

Some  Suggestions  to  Class  Leaders 

Add  to  initial  enrollment  by  public  invitation  and  personal  solicitation. 

Optimistically  introduce  each  lesson  in  its  turn.  Make  assignments 
for  investigation  and  answering  of  questions.  Call  for  individual  reports 
of  assignments;  it  is  always  discouraging  to  the  student  to  have  his  prepara- 
tion slighted  or  forgotten  by  the  class  .leader. 

Class  leaders  should  answer  only  such  questions  as  the  class  fails  to 
answer. 

Keep  discussion  above  the  plane  of  disputations.  Make  courtesy  the 
complement  of  all  criticism. 

Encourage  the  habit  of  agreeably  disagreeing. 

Make  of  each  recitation  a  pedagogical  picnic,  where  each  one  brings  his 
portion,  feasts  and  goes  away  hungry. 

Considerately  remember  justified  absentees. 

Keep  the  chief  point  or  aim  of  the  lesson  illuminated. 

Some  Suggestions  to  Students 

Study  each  prophecy  and  promise  with  a  view  to  getting  a  clear  idea: 
(a)  as  to  what  the  prophecy  or  promise  is;  (b)  as  to  the  time  and  place  of 
making  the  prophecy  and  promise;  (c)  as  to  the  conditions  connected  with 
the  giving  of  the  prophecy  and  promise;  (d)  as  to  whom  the  prophecy  or 
promise  was  given;  (e)  as  to  the  purpose  of  making  the  prophecy  or  prom- 
ise;  (f)  as  to  the  value  of  the  prophecy  or  promise;  (g)  as  to  any  sup- 
plemental matter  that  may  be  related  to  the  prophecy  or  promise. 

While  it  is  important,  when  practicable,  to  follow  those  seven  headings,. 


FROM  THE  IMPROVEMENT  ERA* 

in  a  study  of  Prophecy  and  Promise,  the  order  may  be  varied,  and  other 
headings  may  be  added. 

The  memorizing  of  prophecy  and  promise  will  be  of  intrinsic  value.  It 
will  furnish  valuable  memory  exercise  and  add  gems  to  your  mind's  content, 
thus  equipping  for  Church  service  at  home  and  abroad. 

The  scriptural  contest  between  Christ  and  Satan  is  illustrative  of  the 
value  of  one's  mind  being  a  ready  reference  as  to  prophecy  and  promise. 

In  answering  questions  self  review  is  of  vital  importance.  Get  the 
question  clearly  in  mind,  give  some  thought  to  your  answer  and,  if  prac- 
ticable, state  the  question  to  some  other  and  submit  your  answer. 

Co-operation  in  study  adds  the  social  element,  but  better  study  alone 
than  study  with  one  on  whom  you  are  constantly  depending. 

Remember  that  the  value  of  your  opinion  depends  on  the  facts  and  ex- 
periences that  lie  behind  the  opinion. 

In  the  class  consistently  insist  that  you  have  your  share  of  the  time,  and 
observe  the  golden  rule  in  regard  to  class  mates. 

The  Course  of  Eighteen  Lessons 

Lesson  I,  Introductory. 

Lesson  II,  Acquaintance  with  the  Book. 

Lesson  III,  The  Lord's  Preface  or  Call  of  Attention. 

Lesson  IV,  Humility  the  Only  Safeguard  Against  Humiliation. 

Lesson  V,  The  Glory  of  Gospel  Messenger  Service. 

Lesson  VI,  Keeping  Up  Correspondence  with  the  Lord. 

Lesson  VII,  The  Day  for  Spiritual  Activity. 

Lesson  VIII,  The  Weekly  Covenant. 

Lesson  IX,  Review. 

Lesson  X,  Investing  with  the  Lord. 

Lesson  XI,  The  Lower  the  Law  the  Less  the  Liberty,  The  Higher  the 
Law  the  Greater  the  Liberty. 

Lesson  XII,  Physical  Salvation. 

Lesson  XIII,  Increase  of  Intelligence. 

Lesson  XIV,  Crisis  Conflicts. 

Lesson  XV,  Eternal  Domesticity,  I. 

Lesson  XVI,  Eternal  Domesticity,  II. 

Lesson  XVII,  Dominating  versus  Domineering. 

Lesson  XVIII,  Review. 

Questions  .and  Problems 

1.  What  is  the  general  aim  of  the  Advanced  Senior  Course? 

2.  Why  is  this  course  especially  adapted  to  young  married  people? 

3.  Discuss  the  proposition:     A   class  may  be   made  signally   success- 
ful with  six  members. 

4.  Why  should  the  class  leader  answer  only  such  questions  as  mem- 
bers are  unable  to  answer? 

5.  What  is  meant  by  the  habit  of  agreeably  disagreeing? 

6.  Name  the  seven  suggestive  steps  for  study. 

7.  Discuss    the    proposition:      Memorizing    gems    makes    for    mental 
alertness. 

8.  What  are  the  advantages  of  submitting  our  conclusions  to  others 
for  consideration? 

9.  What  are  the  characteristics  of  "tfp-stair,"  or  higher,  conversation? 
10.    Wherein  is  a  prophecy  or  a  promise  the  Lord's  word  of  honor? 

LESSON  11.— AN  ACQUAINTANCE  WITH  THE  BOOK 

1.  What  is  the  Doctrine  and  Covenants? 

2.  When  and  by  whom  was  the  first  edition  of  the  book  compiled? 

"At  a  general  assembly  held  in  Kirtland,  August  17,  1835,  the  Book  of 
Doctrine  and  Covenants  was  presented  to  the  Church  for  its  acceptance 


MUTUAL  WORK  3 

A  committee,  consisting  of  Joseph  Smith,  Sidney  Rigdon,  Oliver  Cowdery, 
F  G.  Williams,  (appointed  in  a  general  assembly  September  24,  1834,)  had 
previously  been  engaged  in  gathering  and  arranging  the  revelations  and 
doctrines  previously  given,  in  a  book,  which  now  by  unanimous  vote, 
was  approved  and  accepted  as  a  law  and  rule  of  faith  and  practice  to  the 
Church." — Jenson's  Historical  Record,  Vol.  6,  p.  423. 

3.  When  was  the  first  edition  issued? 

"Some  of  the  early  revelations,  first  published  in  the  Book  of  Com- 
mandments, in  1833,  were  revised  by  the  Prophet  himself  in  the  way  of  cor- 
recting errors  made  by  the  scribes  and  publishers." — Note  by  Roberts, 
History  of  the  Church,  vol.  1,  p.  173. 

4.  The  book  is  divided  into  three  parts,  give  the  names  of  each  part? 

5.  Distinguish  between  a  doctrine  and  a  covenant.     Compare  the  title 
of  the  book  with  the  title  of  the  second  part  of  the  book. 

6.  Into  how  many  sections  is  part  two  divided? 

7.  How  many  sections  are  there  in  part  three? 

8.  With  what  document  does  the  volume  close? 

9.  When  were  the   seven  lectures  on  faith,  comprising   the  first  part 
of  the  book,  prepared? 

"During  the  month  of  January,- 1835,  Joseph  was  engaged  in  the  school 
of  the  elders,  and  preparing  lectures  on  theology  for  publication." — Jenson's 
Record,  vol.  6,  p.  48. 

10.  With  what  document  does  the  volume  close?     Ten  evidences  of  the 
following  classes  of  revelations,  prophecies  and  promises: 

a.  To  all  the  world. 

b.  To  the  Church. 

c.  To  individuals. 

11.  What   unconditional  promise   is   made   concerning   the  prophecies 
and  promises  of  the  Doctrine  and  Covenants? — Sec.  1:7-38.     Commit  para- 
graph 37  to  memory. 

Find  a  conditional  promise  in  Sec.  67. 

12.  Which  paragraph  in  Sec.  1,  makes  the  neglect  of  the  Doctrine  and 
Covenants  a  direct  disregard  of  the  Lord's  request? 

Discuss  the  following:  The  possibility  of  a  failure  in  any  of  the 
promises  and  prophecies  in  the  Doctrine  and  Covenants  may  be  consist- 
ently challenged,  in  the  face  of  the  fact  that  not  one  of  them  has  yet 
failed. 

What  promise  is  made  in  Sec.  1,  paragraph  38,  concerning  the  relation- 
ship between  the  Almighty  and  his  agents  on  earth? 

Discuss  the  unfailingness  of  the  prophecies  and  promises  in  the  Doc- 
trine and  Covenants  in  the  light  of  the  evidences  of  the  literal  fulfilment  of 
promises  made  in  Sec.  2,  the  first  .evelation  contained  in  the  first  com- 
pilation. See  House  of  the  Lord,  by  Talmage;  also,  Report,  by  President 
Pleber  J.  Grant,  made  in  June  Conference,  1919. 

What  great  purpose  was  behind  the  giving  of  the  revelation  contained 
in  the  Doctrine  and  Covenants,  Sec.  1,  paragraph  17? 

What  is  the  purpose  and  value  of  the  testimony  and  challenge  of  the 
Lord,  recorded  in  Sec.  67,  paragraphs  1-9  inclusive? 

Who  accepted  the  challenge  to  write  a  revelation,  and  how  did  he  suc- 
ceed? 

"After  the  foregoing  was  received,  William  E.  McLellin  as  the  wisest 
man,  in  his  own  estimation,  having  more  learning  than  sense,  endeavored 
to  write  one  of  the  least  of  the  Lord's  revelations,  but  failed :  it  was  an  awful 
tcsponsibility  to  write  in  the  name  of  the  Lord." — History  of  the  Church, 
Vol.  1,  page  226. 

To  what  ethical  test  did  the  Lord  submit  the  revelations  of  the  Doo- 
trine  and  Covenants?  (Sec.  68:8.) 


4  FROM  THE  IMPRpVEMENT  ERA 

Wherein  are  the  doctrines  of  eternal  progress  and  continuous  revelation 
exemplified  in  the  production  of  the  book  of  Doctrine  and  Covenants? 

LESSON  HI.— THE  LORD'S  PREFACE  OR  CALL  OF  ATTENTION 

The  revelation  contained  in  Sec.  1  is  declared  by  the  Lord  in  paragraph 
6  to  be  his  preface  to  his  boot  of  Covenants  and  Commandments. 

It  is  an  authoritative  call  of  attention. 

It  is  a  declaration  of  fundamental  principles. 

It  is  an  array  of  righteous  accusations. 

Finally,  it  is  a  divine  recognition  of  all  revelations  at  the  time  it  was 
given,  and  of  all  subsequent  ones  which  might  be  added  by  the  authority 
of  the  priesthood. 

For  the  time  and  place  and  conditions  under  which  this  revelation  was 
given  the  student  is  referred  to  Roberts'  note  in  History  of  the  Church, 
Vol.  I,  page  222. 

"This  special  conference  at  Hiram,  on  November  1st,  should  receive 
larger  notice.  The  number  of  copies  in  the  edition  of  the  Book  of  Com- 
mandments to  be  printed  was  considered;  and  the  decision  reached  that  ten 
thousand  should  be  published.  The  conference  lasted  two  days.  In  the 
afternoon  of  the  first  day  of  the  conference,  according  to  the  minutes  of  the 
meeting,  the  preface  to  the  Book  of  Commandments  was  "received  by  in- 
spiration."— History  of  the  Church,  Vol.  I,  page  222. 

The  scope  of  its  address  is  remarkably  wide,  and  while  its  purposes  are 
many  and  mighty,  its  chief  aim  is  to  introduce  and  affirm  as  a  compilation, 
the  collection  of  revelations  known  as  the  Covenants  and  Commandments: 
to  establish  by  divine  declaration  the  genuineness  and  importance  of  the 
collection  of  revelations  known  as  the  Covenants  and  Commandments,  and 
to  redeclare  the  infallibility  of  the  direct  word  of  the  Lord  or  the  word 
of  his  authorized  agents. 

As  to  its  value,  the  preface  is  a  call  of  attention  to  all  the  world  that 
a  new  book  of  messages  from  God  to  man  is  to  be  presented  to  the  world. 
It  publishes  a  prospectus  of  the  contents  of  the  new  volume,  and  it  pleads 
with  the  seekers  of  salvation  to  search  for  truth  in  the  new  compilation  of 
divine  commandments. 

Interest  in  the  lesson  will  be  intensified,  and  knowledge  of  it  in- 
creased, by  careful  reading  of  the  Church  history  references  given. 

The  vital  part  of  the  entire  lesson  is  the  indispensability  of  the  study 
of  the  revelations  of  the  Lord  to  a  complete  Latter-day  Saint  life. 

Questions  and  Problems 

1.  What  is  the  meaning  of  the  word  preface? 

2.  Discuss  the  proposition:  The  Doctrine  and  Covenants  has  the  sole 
distinction  of  having  a  preface  of  direct  divine  authority. 

3.  Show  a  parallelism  between  the  introduction  by  the  Father  of  the 
Son  in  the  sacred  grove  and    the  giving  by  the  Lord  of  the  preface  to  his 
book. 

4.  When  and  where  was  this  preface  given? 

5.  What  were  the  conditions  calling  for  the  preface? 

6.  To  whom  is  the  preface  a  call? 

7.  State  three  evident  purposes  of  the  preface? 

8.  Wherein  is  the  value  of  the  Covenants  and  Commandments  meas- 
ured by  the  preface? 

9.  In  the  light  of  recent  events,  what  prophecy  in  the  preface  is  of 
immeasurable  value  as  proof  of  the  divinity  of  Joseph  Smith  a*s  a  prophet? 

Relate  the  circumstances  connected  with  the  giving  of  the  preface  at 
Hiram,  Portage  county,  Ohio,  Nov.  1,  1831. 


MUTUAL  WORK  5 

LESSON  IV.— HUMILITY  THE  ONLY  SAFEGUARD  AGAINST 
HUMILIATION 

"Humility  is  not  slavish  submission,  nor  servile  complais- 
ance; it  is  loving  assent  reinforced  by  free  agency  and  free  will 
loyalty." 

It  is  at  once  a  feeling  of  dependence  on  the  higher,  and  a 
sentiment  of  independence  from  any  control  of  the  lower. 

It  combines  the  instinctive  yielding  of  childhood  and  the 
rational  assent  of  the  mature  adult. 

Introductory  Statements 

Perhaps  the  greatest  test  to  which  humility  may  be  put, 
is  in  the  presence  of  a  reprimand. 

The  first  criminal  justified  himself  to  the  last.  The  mighty 
Moses  did  not  murmur  at  the  penalty  imposed  for  the  error 
of  forgetting  his  dependency  upon  the  Lord.  (Numbers  20:10, 
11,  12).  The  erring  king  of  Israel  said  to  the  prophet  Nathan: 
"I  have  sinned,"  and  afterwards  the  consolation  of  redemption 
was  given  to  him,  and  he  exclaimed:  "Thou  wilt  not  leave  my 
soul  in  hell"  (Psalm  16:10). 

One  of  the  marks  of  a  master  mind,  is  the  absence  of  self- 
justification  in  wrong  doing.  The  constant  measure  of  hu- 
mility, however,  is  the  obedience  of  confidence  in  recognized 
authority.  It  is  love  exemplified  in  the  action  of  service.  It 
has  behind  it,  a  strength  indicated  by  the  attitude  expressed 
iri  the  words — "I  came  not  to  do  my  own  will,  but  the  will  of 
him  who  sent  me,"  a  declaration  expressive  of  the  fact  that 
the  Savior's  highest  will  was  to  do  the  will  of  his  Father.  It 
was  the  highest  form  of  free  agency.  Not  blind  obedience,  but 
confidence,  service,  void  of  servitude,  a  feeling  of  acquiescence 
without  subordination,  duty  submerged  in  pleasure. 

Humiliation  in  this  lesson  means  something  more  than 
being  humble.  Humiliation  means  a  state  of  degradation  or 
subordination  brought  about  by  forces  from  without.  It  is 
a  state  of  subordination  without  the  attitude  of  humility,  it  is 
compliance  minus  acquiescence.  The  retributive  rather  than 
the  repentant  element  dominates  in  humiliation. 

Roger  Williams'  banishment  was  one  of  humility.  Napo- 
leon's condition  was  on^  of  humiliation. 

In  humility  the  Saints  were  expelled  from  their  homes, 
in  humiliation  the  Germans  were  driven  out  of  Belgium. 

Majestic  humility  in  chains  triumphed  in  Liberty  jail, 
when  ruffian  cowardice  quailed  before  the  prophet's  rebuke. 
The  world  today  acclaims  the  humiliation  of  arrogance  at  Count 
Bentinck's  castle,  where  the  Kaiser  King  is  kept  a  prisoner,  in 
servility. 

Section  3,  Doctrine  and  Covenants,   contains   evidence   of 


6  FROM  THE  IMPROVEMENT  ERA 

two  great  facts,  first,  that  Joseph  Smith  was  in  direct  communi- 
cation with  Deity,  and  that  the  revelations  were  not  Joseph's, 
hut  given  through  him.  Second,  that  he  possessed  a  humility 
that  would  fortify  against  humiliation.  The  revelation  is  a 
vivid  picture  of  Joseph's  standing  before  the  Lord,  a  declara- 
tion as  to  his  elect,  and  preordained  fitness,  to  be  a  gospel  dis- 
pensator. 

The  publication  of  the  revelation  points  to  the  prophet's 
willingness,  that  the  world  should  see  him  without  camouflage. 
The  incident  is  an  exemplification  of  what  every  individual 
must  meet  sometime,  somewhere,  namely,  that  of  being  known 
among  men  as  he  is  known  by  the  Lord. 

The  section  is  replete  with  prophecies  and  promises,  but 
especial  emphasis  is  placed  on  the  eternal  truths;  that  arro- 
gance and  advancement  are  incompatible;  that  "pride  goeth 
before  a  fall." 

The  triumph  of  the  Church  up  to  date,  is  in  fulfilment  of 
the  promise  made  in  section  33.  It  is  sufficient  to  prove  the  di- 
vinity of  the  document.  The  history  of  men  who  have  grown 
too  wise  for  the  Church,  furnishes  ample  evidence  of  the  truths 
set  forth  in  paragraph  6,  section  52. 

The  condition  of  boasting  in  one's  own  strength,  is  the 
natural  antecedent  of  setting  at  nought,  the  councils  of  God, 
and  following  one's  own  will  and  selfish  desires.  The  individual 
who  does  this,  is  in  a  state  of  falling,  a  condition  which  in  and 
of  itself,  is  the  forerunner  of  retribution,  just  as  a  rising  con- 
dition is  the  antecedent  of  reward. 

God's  vengeance  means  his  approval  of  the  natural  com- 
pensation of  sin. 

The  compensation  of  the  sin  of  arrogance,  is  humiliation, 
psychologically,  that  is,  according  to  the  laws  governing  our 
mind;  sociologically,  that  is,  according  to  the  laws  govern- 
ing the  welfare  of  society;  and  theologically,  that  is,  according  to 
the  laws  governing  the  kingdom  of  heaven,  or  the  rule  of  God's 
righteousness.  Arrogance,  ^ike  uncleanliness,  grieves  the  Spirit 
of  the  Lord  and  it  departs;  it  cannot  abide  with  either  of  these 
conditions. 

Questions  and  Problems, 

1.  Make  paragraph  4,  section  3,  a  part  of  your  everlasting  mind  con- 
tent; that  is,  commit  it  to  memory  so  thoroughly  that  you  will  never  for- 
get it. 

2.  Give  the  time  and  place  of  the  occasion  for  the  revelation  recorded 
in  section  3. 

3.  To  whom  does  the  prophecy  and  promise  apply  in  paragraph  4? 

4.  Wherein  is  the  promise  especially  valuable  in  Church  government? 
In  family  government?     In  self  government? 

5.  What  does  the  expression  "Setting  at  nought  the  counsels  of  God," 
mean  to  you? 


MUTUAL  WORK  7 

6.  Distinguish  between  a  careless  setting  at  nought,  and  a  wilful  setting 
at  nought. 

7.  Wherein  does  a  careless  setting  at  nought  lead  up  to  a  wilful  getting 
at  nought?     Illustrate. 

8.  Discuss  the  meaning  of  the  word  "must"  in  paragraph  4. 

9.  Consider  the  lives  of  two  great  spirits,  one  still  in  a  condition  of 
humility,  saying,  My  highest  will  is  to  do  the  will  of  my  Father;  the  other, 
now   in  a   state   of  humiliation,  vainly   striving   to   control   earth   and  rule 
heaven. 

10.  Wherein    does    the    publication    of    section    3     prove    that    Joseph 
Smith  gave  to  the  world,  not  his  own  mind  and  will,  but  the  mind  and 
will  of  the  Lord  from  whom  he  received  instructions,  face  to  face? 

11.  Note  the  entire  absence  of  even  a  shadow  of  self-justification  in  the 
life  of  Joseph  the  Prophet. 

12.  When  is  duty  submerged  in  pleasure? 

13.  If  setting  at  nought  the  counsels  of  God,  mus/   be  followed  by  a 
fall  or  humiliation,  what  must  be  the  results  of  an  indii  dual  stand,  a  mass 
movement  slogan  in  support  of  the  counsels  of  the  Lori  ? 

14.  Enumerate  some  of  the  triumphs  of  the   Chui  ,h  over  the  efforts 
of  men  to  destroy  it,  in  proof  of  the  fulfilment  of  the  dl  /ine  promise  made 
in  paragraph  3  section  3. 

15.  What  direct  declaration  concerning  humility  w  is  given  to  Joseph 
Knight,  section  12? 

16.  How  is  strength  theologically  related  to  humility?    See  section  1:27. 

17.  Discuss  the  meaning  of  section  39:18. 

18.  In  the  light  of  the  promise  made  in  Sec.  88:17,  discuss  the  follow- 
ing  proposition:     There  may  be  a  wide  difference  between  inheriting  the 
.earth  and  inhabiting  it. 

Collateral  References  and  Supplemental  Suggestions 

A  remarkable  testimony  of  President  Heber  J.  Grant,  illustrative  not 
only  of  the  humility  of  President  Woodruff,  but  of  the  men  who  trusted 
the  Power  that  led  him  against  their  own  opinions. — (See  Era,  August,  1919, 
pp.  845-6,  June  Conference  Report,  pp.  8,  9.) 

Lincoln's  favorite  poem,  "0  why  should  the  spirit  of  mortal  be  proud?" 
Heart  Throbs,  page  259. 

The  book  of  Ecclesiastes  paying  special  attention  to  the  conclusion. 

LESSON  V.—THE  GLORY  OF  GOSPEL  MESSENGER  SERVICE 
Introduction 

The  gospel  is  a  scheme  or  plan  for  raising  the  human  family 
above  the  power  of  all  its  enemies,  its  intellectual  enemies,  its 
moral  enemies  and  its  spiritual  enemies,  of  which  enemies  ig- 
norance is  perhaps  the  greatest. 

In  its  fulness,  it  is  principle  plus  practice;  it  is  theory 
applied;  it  is  instruction,  inspiration  and  application.  The 
Giver  of  the  gospel  taught  the  truth,  encouraged  its  acceptance, 
and  wrought  the  doctrines  into  habit;  thus  demonstrating  that 
it  is  "the  power  of  God  unto  salvation." 

Jesus  was  an  obedient  child,  an  ardent  student,  a  feeder 
of  multitudes,  a  healer  of  the  sick,  a  raiser  of  the  dead;  but  all 
these  activities  were  subordinate  to  his  gospel  message  service. 


8  FROM  THE  IMPROVEMENT  ERA 

This  was  indicated  in  his  words  to  his  mother  at  the  temple  in 
Jerusalem.  When  she  found  him  engaged  in  discussion  with 
the  learned  doctors,  and  tenderly  chided  him,  he  answered  her 
by  saying:  "Wist  ye  not  that  I  must  be  about  my  Father's 
business?" 

Behind  this  expression,  we  may  see  an  interest  that  ab- 
sorbed all  other  interests. 

When  the  Savior  addressed  Oliver  Cowdery  and  David 
Whitmer,  through  the  Prophet  Joseph,  and  gave  the  promise 
of  joy,  he  spoke  with  the  authority  of  experience  and  with  a 
recognition  of  importance  that  outweighed  all  other  considera- 
tions. Se  <s  Section  18 : 13-18,  inclusive. 

The  ttagnitude  of  gospel  messenger  service  is  indicated  in 
paragrapl  23,  section  1,  which  provides  for  the  official  pene- 
tration ol  society  through  all  its  height  and  depth,  its  length 
and  brea  Ith.  And  as  the  glory  of  God  is  intelligence,  the 
spread  of  intelligence  means  the  distribution  of  glory;  and  the 
distributer  is  made  twice  glorious,  once  in  the  receiving  of  the 
truth,  and  again  in  giving  it.  Truly  "it  is  more  blessed  to  give 
than  to  receive."  The  giver  must  receive  before  he  can  give, 
and  in  gospel  messenger  service,  the  gift  increases  with  the  giv- 
ing. Biologically,  we  grow  by  what  we  take;  theologically,  we 
grow  by  what  we  give.  The  growth  in  the  one  field  is  limited; 
in  the  other  field,  it  is  as  boundless  as  eternity.  Gospel  mes- 
senger service  carries  with  it  authoritative  linking  up  between 
man  and  his  Maker. 

Many  marvelous  promises  are  made  for  faithful  missionary 
service,  and  these  promises  to  the  Council  of  the  Twelve  are 
accompanied  by  the  privilege  of  being  recognized  and  addressed 
by  the  Savior  himself  as  his  friends.  See  section  84:63  to  77 
inclusive. 

The  promise  made  to  every  missionary,  in  section  84:80, 
is  a  conditional  one,  and  the  degree  of  its  fulfilment  in  the  life 
of  any  missiona'y  will  be  in  proportion  to  the  meeting  of  the 
conditions  from  the  Lord's  point  of  view.  The  words  "to  con- 
tinue," "all,"  an.',  I  "unnoticed,"  should  receive  special  attention 
in  the  study  of  (;his  promise. 

A  promise  made  to  Lyman  Wight  is  illustrative  of  the  glory 
of  missionary  messenger  service.  Section  124:18,  19. 

That  gospel  messenger  service  extends  from  the  heavens  to 
the  regions  of  the  damned,  is  clearly  set  forth  in  the  promise 
made  in  section  88:99. 

The  far-reaching  importance  of  gospel  messenger  service 
may  dawn  upon  one  by  the  study  of  section  76:81-5,  where 
the  fate  of  the  rejecters  of  this  service  is  depicted.  A  careful 
consideration  of  section  25:1,  leads  us  to  know  that  the  accept- 


MUTUAL  WORK  9 

ance  of  the  gospel  messenger  service  makes  of  men  the  sons  of 
God,  and  of  women,  the  daughters  of  God. 

Questions  and  Problems 

1.  Give   the   time,  place,  and   circumstances  under  which   section   18 
was  given. 

2.  What  promise  made  to  individuals  in  that  revelation  may  be  con- 
sistently claimed  by  all  missionaries? 

3.  Commit  the  promise  to  memory. 

4.  State  the  value  of  this  promise;  the  earth-life  value;  the  value  be- 
yond earth  life. 

5.  Show  that  gospel  messenger  service  is  glorious  to  the  messenger,  as 
a  receiver  and  as  a  giver. 

6.  Compare  the  words  of  the  Lord,  sec.  84:63,  with  his  words  recorded 
in  John  15:13-15. 

7.  Prove  from  section  84:77  that  the  Giver  of  that  revelation  was  Jesus 
of  Nazareth. 

8.  On  what  definite  condition  is  missionary  power  and  reward  based? 

9.  What  does  the  expression  "beget  glory"  mean  in  section  124:18? 

10.  Show  that  the  promises  and  prophecies  concerning  the   glory   of 
missionary  service  provides  for  divine  appointment,  divinely  inspired  active 
ity,  endless  opportunity,  joy  hereafter,  training  for  a  companionship  with 
the  Savior,  through  the  doing  of  that  which  was  his  chosen  vocation. 

Collateral  References  and  Supplemental  Suggestions 

Open  the  class  with  the  hymn  beginning:  "Come,  all  ye  sons  of  God." 
Plan  to  have  two  five-minute  talks  from  missionaries, — one  of  tb^m  a 
sister. 

Read  John  21,  emphasizing  paragraphs  15,  16,  17. 
My  First  Mission,  from  faith-promoting  series. 
Song:  "From  Greenland's  icy  mountains." 

LESSON  VI.— KEEPING  UP  CORRESPONDENCE  WITH  THE  LORD 

"Let  your  first  good  morning  be  to  your  Father  in  Heaven." — Dr.  Karl 
G.  Maeser. 

"Neglect  is  always  unkind  and  oftentimes  cruel." — Dr.  Karl  G.  Maeser. 

Introduction 

Forgetting  to  pray  is  indicative  of  spiritual  indolence, 
neglecting  to  pray  is  indolence,  and  much  more  than  indolence, 
it  is  the  drying  up  of  the  fountain  of  gratitude.  Not  only  when 
life  gets  dark  and  dreary  should  we  pray,  for  then  selfishness 
prompts  the  petition,  but,  when  the  stream  of  enjoyment  is 
at  high  tide,  then  we  should  send  messages  of  appreciation. 

Everv  message  of  gratitude  moves  in  a  cycle  and  comes 
back  to  the  sender  stronger,  sweeter  and  a  little  above  its  start- 
ing place. 

Heavenward  message-sending  now  trains  for  heavenly  mes- 
senger service  hereafter. 

The  greatest  of  all  messengers  from  on  high  was  the  most 
faithful  in  remembering  his  Father. 


10  FROM  THE  IMPROVEMENT  ERA 

Ambassadors  from  on  high  were  correspondents  here  be- 
low: Moroni,  at  Joseph's  boyhood  home,  and  in  the  sacred 
grove;  Moses  and  Elias,  in  the  mountains  of  Palestine;  John 
the  Baptist,  in  the  woods  of  Pennsylvania;  Michael  or  Adam; 
and  Peter,  James  and  John,  on  the  Susquehanna  river;  all  were 
men  who  remembered  the  Lord  when  they  were  on  earth. 

Among  the  products  of  prayer,  the  pleasure  of  praying  and 
the  soul  growth  accompanying  it,  are  by  no  means  the  least. 
Every  earnest,  consistent  prayer,  is  answered  by  the  uplift  of 
the  soul. 

A  duty-started  prayer  invariably  rises  into  the  realm  of 
exquisite  pleasure. 

Prayer  is  the  best  preventive  and  surest  cure  of  soul-sick- 
ness, and  like  all  other  ordinances  of  the  gospel,  it  is  for  man, 
and  not  man  for  the  prayer. 

Our  need  for  spiritual  correspondence  is  much  greater 
than  our  Father's  need.  God,  our  Father,  commands  us  to  pray 
because  he  loves  to  see  us  grow,  and  on  that  growth  be  happy. 

We  grow  warm  towards  God  just  as  we  grow  warm  towards 
our  friends  by  faithful  correspondence. 

He  would  save  us  from  a  coldness  that  makes  way  for  sub- 
conscious contempt  without  our  knowing  it. 

Spiritual  correspondence  is  incumbent  upon  and  indispen- 
sable to  the  happiness  of  every  member  of  the  Church.  It  is 
of  three  types;  the  individual  or  secret  prayer,  the  family  or 
group  prayer,  the  Church  or  congregational  prayer.  As  ex- 
amples of  this  latter  type,  we  have  the  invocation,  the  song 
prayers,  the  official  sacrament  prayer,  and  the  benediction,  all 
of  which  are  wireless  messages  sweeping  through  the  universe 
with  faith-vibrations  towards  the  throne  of  Grace. 

The  first  two  types  require  daily  attention,  the  third  at 
least  weekly  attention.  Individual  love  messages  are  due  from 
us  to  our  Father  every  day,  and  it  grieves  heaven  to  miss  receiv- 
ing them.  • 

The  prophecies  and  promises  in  the  Doctrine  and  Coven- 
ants concerning  the  keeping  up  of  our  correspondence  with  the 
Lord  are  many,  to  say  the  least.  Section  10:5  promises  victory 
over  Satan. 

Section  19:38  promises  a  greater  blessing  than  the  trea- 
sures of  earth  with  their  accompanying  corruptibleness. 

Section  20:33  indirectly  promises  the  Church  immunity 
against  falling  into  temptation,  if  divine  correspondence  is 
kept  up.  Section  65  pleads  for  prayers  as  a  help  to  our  Father 
in  heaven.  Section  104:80  promises  financial  deliverance 
through  prayer.  Section  93:49  indirectly  promises  protection 
against  losing  one's  place  through  evil  inspiration.  Section  101 : 


MUTUAL  WORK  11 

7,  in  substance,  declares  that  delay  in  correspondence  on  earth 
necessitates  postponement  of  reply  in  heaven. 

Marvelous  healing  promises  are  recorded  concerning  faith- 
prayers,  in  section  35:9. 

The  promises  made  concerning  those  who  believe  in  the 
healing  ordinance,  but  have  not  faith  in  its  efficacy,  in  their 
case,  is  recorded  in  section  42:43,  44. 

Questions  and  Problems 

1.  What  is  the  mental  condition  of  a  person  who  cannot  pray? 

2.  How  would  it  affect  you  to  have  the  privilege  of  prayer  taken  away 
from  you? 

3.  What  is  the  meaning  of  the  word  "conqueror,"  section  10:5? 

4.  Wherein  is  congregational  prayer  a  safe-guard  against  the  possibility 
of  public  sanction  of  any  form  of  iniquity  in  the  Church? 

5.  Give  an  illustration  of  special  deliverance  coming  through  prayer, 
either  to  the  Church  or  to  the  individual. 

6.  Find  the  promise  of  protection  against  apostasy  in  93:49. 

7.  Account  for  delay  in  answer  to  prayers,  section  101:7. 

8.  Discuss  the   difference  between  mere   belief  and  the   faith   spoken 
of  in  the  promise  recorded  in  section  35:9. 

9.  What  is  the  special  value  of  the  promise  made  concerning  prayer 
for  the  sick  recorded  in  section  42:44? 

10.  Through  what  three  things  are  all  victory  and  glory  promised  in 
section  103:36? 

11.  Which  is  your  favorite  song  prayer? 

12.  Of  all  the  promises  recorded  in  the  Doctrine  and  Covenants,  con- 
cerning prayer,  mention  three  which  you  consider  to  be  of  most  value. 

13.  Discuss  the   promise   recorded   in   sec.   19:38,   and   especially   con- 
sider the  significance  of  the  phrase,  "corruptibleness  to  the  extent  thereof." 

14.  Read  carefully  sec.  65  and  note  carefully  your  feelings. 

15.  In  the  light  of  all  the  promises  made  concerning  faithfulness  in 
keeping  up  our  correspondence  with  the  Lord,  what  must  we  expect  as  the 
result  of  neglecting  it? 

Collateral  References  and  Supplemental  Suggestions 

The  All  Night  Prayer:  Luke  12:6-12. 

The  prayer  of  marvelous  tenderness  and  scope,  Luke  17. 

The  prayer  at  Liberty  jail,  and  its  answer.     Section  121:122. 

A  temple  dedicatory  prayer.    Section  109. 

Open  exercises  with  singing,  "Prayer  is  the  Soul's  Sincere  Desire." 

Recite  the  Lord's  Prayer,  in  concert. 

Have  one  testimony  concerning  the  promise  of  prayer  becoming  a 
means  of  overcoming  evil.  Emphasize  the  great  central  truth,  that  praying 
is  a  natural  process  of  spiritual  growth,  and  that  through  this  growth,  salva- 
tion is  promised  here  and  hereafter.  It  is  an  indispensable  natural  process. 

Sing  first  two  stanzas  only  of,  "Sweet  Hour  of  Prayer." 


A  Mission  as  a  Factor  in  Education 

A  Study  for  the  Advauced  Junior  Y.  M.  M.  I.  A.  Class, 

1919-1920 

LESSON  l.-WHEN  A  YOUNG  MAN  CAN  GO  ON  A  MISSION  AND  GO 
TO  COLLEGE,  WHICH  SHOULD  HE  DO  FIRST? 

In  answering  this  question  we  think  every  young  man 
should  aspire  to  do  both;  but,  if  called  upon  to  make  a  choice,  it 
would  be  better,  in  most  cases,  to  go  on  a  mission  first.  In  this 
lesson  we  submit  some  of  the  advantages  of  going  to  college. 

A  number  of  years  ago  a  chancellor  of  one  of  the  state 
universities  wrote  to  all  the  graduates  of  that  institution,  ask- 
ing them  to  state  briefly  the  advantages  which  their  experience 
showed  that  they  have  derived  from  their  college  life  and  work. 
Among  the  answers  were  the  following: 

One  says:  "My  love  for  the  state  grew  with  every  lesson  I  received 
through  her  care.  I  saved  five  years  of  my  life  by  her  training,  and  I  am 
a  more  loyal  and  a  better  citizen." 

Another  says  this:  "I  have  a  better  standing  in  the  community  than 
I  could  have  gained  in  any  other  way." 

One  said:  "It  has  given  me  a  place  and  an  influence  among  a  class  of 
men  whom  I  could  not  otherwise  reach  at  all." 

Another  said:  "I  am  better  company  for  myself,  and  a  better  citizen, 
with  far  more  practical  interest  in  the  state." 

Another  declares:  "It  is  financially  the  best  investment  I  ever  made." 

Problems  and  Questions 

1.  One    graduate    says:    "I    saved   five   years   of  my   life   by   going  to 
college."     What  do  you  think  he  means  by  that?     Show  how  this  could 
be  true. 

2.  Do  the  records  of  the  recent  war  bear  out  the  statement  that  a  col- 
lege training  increases  one's  loyalty?     Give  reasons  for  your  answer. 

3.  Why  does  a  man  with  a  college  training  have  a  better  standing  in 
the  community  than  he  would  otherwise  have? 

4.  Discuss  the   statement:    "I   am  better   company   for  myself." 

5.  Discuss  a  college  education  as  a  "financial  investment." 

6.  Do  you  think  the  average  earning  capacity  of  college  graduates  is 
greater  than  the  earning  capacity  of  those  who  have  not  received  this  train- 
ing?    Why?   Give  examples. 

7.  Show  that  this  training  increases  one's  chances  for  success. 

8.  Show  that  a  college  training  makes  one  a  better  citizen  than  he 
otherwise  would  be. 


MUTUAL  WORK  13 

9.     Name  the  men  in  your  ward  who  have  received  this  training.  How 
do  they  stand  in  the  community? 

LESSON  ll.-WHEN  A  YOUNG  MAN  CAN  GO  ON  A  MISSION  AND  GO 
TO  COLLEGE,  WHICH  SHOULD  HE  DO  FIRST?  (Continued) 

In  the  first  lesson  we  considered  some  of  the  advantages 
of  going  to  college.  In  this  lesson  we  shall  give  some  reasons 
why  a  young  man  should  go  on  a  mission  before  going  to  col- 
lege, if  he  is  called  upon  to  make  the  choice. 

The  Latter-day  Saints  are  agreed  that  a  knowledge  of  God 
and  the  testimony  of  the  divinity  of  his  work  are  the  most  im-- 
portant  treasures  one  can  possess. 

The  Doctrine  and  Covenants,  page  one,  says:  "Faith  is  the 
foundation  of  all  righteousness."  Explain  what  this  means. 
Is  it  possible  for  anyone  to  be  completely  successful  without 
faith?  Why?  Show  that  faith  in  God  is  the  best  foundation 
upon  which  to  build  a  life.  The  history  of  the  Church  shows 
that  a  mission  promotes  faith  in  God,  as  no  other  experience 
does. 

Discuss  the  statement:   "Without  faith  it  is  impossible  to 

E  lease  God."    Who  would  be  apt  to  get  the  most  out  of  a  col- 
ige  training,  a  man  who  had  received  the  experience  and  de- 
velopment of  a  mission,  or  one  who  had  not? 

For  various  reasons  a  mission  teaches  the  great  lessons 
of  sacrifice  and  service  better  than  they  can  be  taught  in  col- 
lege. Explain  the  meaning  of  sacrifice.  Give  examples  of  sacri- 
fice. Show  the  necessity  of  sacrifice  in  times  of  war — in  times 
of  peace.  Discuss  the  statement:  "Sacrifice  brings  forth  the 
blessings  of  heaven."  What  is  the  meaning  of  service?  Give 
examples  of  the  highest  kind  of  service.  Can  an  untrained  in- 
dividual render  as  high  service  as  one  who  is  better  trained? 
How  does  a  mission  teach  these  great  lessons?  What  would  a 
man  get  out  of  a  missionary  experience  that  he  could  not  obtain 

out  of  college? 

• 

Problems  and  Questions 

1.  Give  three  reasons  why  one  should  go  on  a  mission  before  going 
to  college,  when  he  can  make  the  choice. 

2.  Who   would   be   apt  to   get  the   most  out  of  life,   one  who   has   a 
college  training  built  on  faith  in  God,  or  one  with  this  training  without  this 
faith? 

3.  Discuss  a  mission  as  a  factor,  in  character  building. 

4.  What  is  a  testimony  in  the  sense  used  in  this  lesson?     Why  would 
cne  receive  this  testimony  more  readily  on  a  mission  than  in  college? 

5.  Why  is  this  testimony  the  most  important  knowledge  one  can  have? 
How  can  it  best  be  obtained? 


FROM  THE  IMPROVEMENT  ERA 

LESSON  III.— WHAT  EFFECT  HAS  THE  MISSIONARY  SYSTEM  OF 

THE  LATTER-DAY  SAINTS  ON  THE  GENERAL  CULTURE 

AND  PROGRESS  OF  THE  PEOPLE? 

In  discussing  this  question  we  do  not  hesitate  to  say  that 
no  other  church  has  such  a  leveling,  elevating  system  of  uni- 
versal education  as  has  the  Church  of  Jesus  Christ  of  Latter- 
day  Saints,  in  this  system. 

There  are  missions  established  in  almost  every  civilized 
country  on  the  globe,  to  which  are  sent  missionaries  who  spend 
from  two  to  four  years  living  with  the  people  and  teaching  the 
gospel.  In  many  cases  it  is  necessary  to  learn  a  foreign  language, 
"and  this  adds  to  their  intellectual  training.  In  all  of  these  mis- 
sions converts  are  made,  many  of  whom  finally  gather  with  the 
main  body  of  the  Church.  This  makes  the  Church  a  melting- 
pot. 

The  returned  missionaries  bring  with  them  much  valuable 
information,  which  fact  makes  the  Church  a  great  reserve  for  the 
most  progressive  ideas  in  almost  every  field  of  human  endeavor. 
Thus  the  people  as  a  whole  become  cosmopolitan  in  character. 

Travel  is  a  great  factor  in  education.  Young  men  from 
rural  communities,  who,  before  leaving  home,  had  scarcely  seen 
a  street  car,  have  filled  missions  in  the  great  centers  of  wealth 
and  population.  Men  from  every  walk  of  life,  as  a  result  of 
this  system,  are  sent  to  all  parts  of  the  civilized  world  to  define 
and  explain  the  plan  of  life  and  salvation.  A  serious  study  of 
the  message  which  they  bear  would  naturally  have  a  powerful 
effect  in  their  individual  development;  add  to  this,  travel,  the 
contact  with  the  people  of  the  world,  and  you  have  the  training 
and  experience  that  broadens  and  develops  as  no  other  experi- 
ence could  in  the  same  length  of  time.  This  system  is  a  proof 
of  the  inspiration  of  the  Prophet  Joseph  Smith  and  of  the  Di- 
vinity of  the  Church. 

Questions  and  Problems 

1.  Name  the  missions  established  in  the  Church. 

2.  What  territories  are  embraced  within  each? 

3.  Discuss  the  advantages  of  learning  a  foreign  language. 

4.  Have  you  read  the  Melting  Pot,  by  Israel  Zangwill? 

5.  What  is  meant  by  making  the  Church  a  melting  pot? 

6.  Look  up  the  word  "cosmopolitan,"  and  see  if  you  think  the  mis- 
sionary system  of  the  Church  makes  this  a  cosmopolitan  community. 

7.  Consider  the  effect  of  travel  on  a  young  man;  on  the  community 
in  which  he  lives. 

8.  How  does  your  home  town  look  after  visiting  a  larger  place? 

9.  Compare  intellectually,  spiritually,  socially,  and  financially,  a  com- 
munity in  which  there   are  no  returned  missionaries,  with   one   in  which 
there  are  a  number. 

10.  In  which  place  would  you  prefer  to  live?    Why? 

11.  Show  from  the  establishment  of  this  missionary  system  that  Joseph 
Smith  was  inspired. 


"The  Twelve  Scout  Laws" 

With  Correlated  Outlines  from  the  Junior  Manuals 

For  Boys  in  the  Junior  Class  Doing  Regular  Scout  Work 

LESSON  I.—A  SCOUT  IS  TRUSTWORTHY 

This  means  that  a  scout  can  be  depended  upon  to  do  what  he  is  told 
to  do,  promptly,  intelligently,  and  well — a  priceless  virtue  in  boy  or  man. 
Tell  the  story  of  "A  message  to  Garcia,"  (Junior  Manual,  Lessons  on 
Conduct,  p.  54.)  Who  carried  this  message?  What  did  he  do  when  asked 
to  carry  this  message?  What  does  the  author  say  concerning  him?  Do 
you  think  it  is  true?  Give  reasons  for  your  answer.  Give  other  examples 
in  this  article  to  illustrate  what  the  author  wishes  to  teach.  Compare 
*"The  Bookkeeper,"  with  the  man  who  carried  the  message.  Discuss  the 
statement,  "Civilization  is  one  long,  anxious  search  for  just  such  individ- 
uals." Name  some  men  whom  you  think  could  carry  the  message  to 
Garcia.  Why  do  you  think  they  could?  Tell  the  story  taken  from  the 
life  of  James  A.  Garfield,  which  illustrates  his  trustworthiness.  Tell  the 
siory  of  the  sentinel  of  Pompeii.  (Page  58,  Junior  Manual  Lessons  on 
Conduct.) 

LESSON  II.— A  SCOUT  IS  LOYAL 

(See  Junior  Manual,  Lessons  on  Success,  pages  11  to  16.) 

Loyalty  is  defined  as  the  "Wholesouled,  willing,  and  practical  devo- 
tion of  a  person  to  a  cause." 

Analyze  this  definition,  show  that  it  must  be  wholesouled,  willing, 
practical. 

Relate  the  circumstances  which  occurred  in  the  English  House  of 
Commons,  in  1642.  Page  12.  What  does  this  illustrate? 

Show  that  all  great  men  have  been  devoted  to  great  causes.  To  what 
was  Washington  devoted?  Lincoln,  Roosevelt,  Joseph  Smith?  Show  that 
the  life  of  Christ  is  the  greatest  example  of  loyalty. 

Name  some  of  the  great  problems  before  the  American  people  to- 
day. How  would  the  application  of  the  principle  of  loyalty  help  in  the 
solution  of  these  problems? 

Give  some  examples  of  loyalty  that  •ccurred  during  the  recent  war. 
How  can  loyalty  be  developed? 

LESSON  III.— A  SCOUT  IS  HELPFUL 

"He  must  be  prepared  at  any  time  to  save  life,  help  injured  persons, 
and  share  the  home  duties.  He  must  do  at  least  one  good  turn  to  some- 
body every  day." 

Everybody  loves  the  boy  who  says,  "Let  me  help  you."  The  world 
has  a  place  for  him.  This  is  practical  religion.  Tell  the  following  stories: 
"His  old  father  satisfied."  "A  reward  for  unselQsh  services."  "The  hero 
of  the  wireless."  "Died  to  save  his  brothers  and  sisters."  See  Lessons 
on  Conduct,  Junior  manual,  pages  7  to  9. 

Compare  what  the  Savior  did  for  others,  with  what  others  did  for  him. 
Give  ten  examples  showing  that  scouts  are  helpful.  Give  five  ways  in 
which  scouts  may  be  helpful.  Discuss  the  statement:  "It  is  better  to 
give  than  to  receive."  How  do  you  feel  after  helping  others? 


It  is  to  Your  Interest  to  Subscribe  for  and  Read 

The  Improvement  Era 

The  Era  is  a  publication  you  need  in  your  home.  "You  will  easily  get  your  two  dollars* 
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reaches  us,  on  account  of  the  irregular  shipping,  its  message  of  truth,  life  and  encouragement 
is  not  dimmed  in  the  least.  This  is  the  most  distant  branch  of  the  Church  in  all  the  world,  from 
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One  Thousand  Pages  of  Profitable  and  Attractive  Reading.     Three  Hundred  Illustrations. 

Y.  M.  M.  I.  A.  Class  Study  for  1919-20 

For  Senior  Classes.  "Some  Epoch-making  Events  in  Church  His- 
tory." This  is  a  series  of  eighteen  lessons  in  a  manual  of  one  hundred 
and  four  pages,  which  treats  on  many  epoch-making  events  in  the  history 
of  the  Church,  unusually  attractive  and  beneficial  for  study.  The  manual  is 
ready  and  on  sale  at  the  Era  office,  25c  per  copy,  post  paid. 

For  the  Advanced  Senior  Class.  "Prophecies  and  Promises  of  the 
Lord,"  as  recorded  in  the  book  of  Doctrine  and  Covenants,  a  course  for 
joint  Senior  M.  I.  A.  classes.  A  complete  explanation  of  this  attractive 
study,  which  is  composed  of  eighteen  lessons  on  leading  prophecies  and 
promises  in  modern  revelation  with  their  application  to  present-day 
life,  will  be  found  in  the  Improvement  Era  for  September,  with  the  text 
of  first  three  lessons  printed  in  full.  Other  lessons  will  follow  monthly, 
until  the  whole  eighteen  are  printed.  Six  in  this  leaflet. 

For  the  Junior  Class  not  doing  scout  work,  the  Junior  Manual,  divided 
into  fifteen  "Lessons  on  Success,"  on  the  development  of  character  and  gen- 
uine success  in  life,  with  stories  illustrating  the  points.  Especially  interest- 
ing for  young  students.  Manual  ready,  25  cents. 

For  Junior  Class  doing  regular  scout  work — The  "Twelve  Scout  Laws,*' 
with  correlated  outlines  from  the  Manuals,  beginning  in  this  number  of 
the  Era. 

For  the  Advanced  Junior  *CZoss.  This  class  will  study  outlines  en- 
titled "A  Mission  as  a  Factor  in  Education."  These  outlines  will  appear 
monthly  in  the  Improvement  Era.  The  lessons  will  be  very  interesting 
arid  will  cover  a  great  deal  more  than  the  title  implies,  and  many  prob- 
lems will  be  asked  and  discussed  of  special  interest  to  that  class  of  boys. 
See  first  three  lessons  in  this  month's  Era. 

There  will  be  two  manuals  only  for  Senior  and  Junior  classes,  but  the 
manual  on  "Success"  may  be  used  to  great  advantage  in  all  three  Junior 
classes;  and  where  three  classes  can  not  be  organized,  the  grades  may  be 
merged  into  one,  with,  the  Junior  manual  for  the  lesson  text.  These 
manuals  cost  25c  each  and  cover  the  whole  season's  work.^  Orders  should 
be  sent  immediately  to  the  secretary,  Improvement  Era  Office,  22  Bishop's 
Building,  Salt  Lake  City,  Utah.  No  free  manuals  are  sent  with  the  Era  for 
1919-20.  The  Era  for  one  year,  $2.00,  containing  the  outline  lessons,  and 
also  the  Advanced  Senior  Class  lessons. 


